Abstract
Connections between play and young children's developing self-regulation have been emphasized in both research and practice. However, our knowledge of how to scaffold children's play to develop regulation in practice is limited. The current study examined strategies utilized by teachers to support self-regulation in play contexts. Observational and interview data were collected in 11 kindergarten classrooms in Canada. Results show two differing approaches to the role of play in self-regulation development. One focused on nurturing emotional aspects of self-regulation through free play. The other focused on a holistic definition of self-regulation nurtured in both free and teacher-guided play. Results underscore teachers’ diverse approaches towards promoting self-regulation and provide practice-based examples for supporting multiple facets of self-regulation development in play.
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